From observations to descriptions to explanations From observations to descriptions to explanations...
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![Page 1: From observations to descriptions to explanations From observations to descriptions to explanations M.C.Capizzo, L. Lupo and R.M. Sperandeo-Mineo Dipartimento.](https://reader035.fdocuments.us/reader035/viewer/2022062314/56649d575503460f94a35ee8/html5/thumbnails/1.jpg)
From observations to descriptions From observations to descriptions to explanations to explanations
M.C.Capizzo, L. Lupo and R.M. Sperandeo-MineoM.C.Capizzo, L. Lupo and R.M. Sperandeo-Mineo Dipartimento di Fisica e Tecnologie Relative, Università di Palermo, ItalyDipartimento di Fisica e Tecnologie Relative, Università di Palermo, Italy
properties and behaviours of gases
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OBJECTIVE:
To provide student-teachers with learning environments and computational tools that will help them to express and reflect on their concepts and ideas about phenomena and support their activities concerning exploration, experimenting and modelling
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Hands-on learning through activities : experiments and software
Training connected with experimentation in classroom
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Teachers by themselves have to experience the kind of learning we think they should provide to the students
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Physics Models as
Explanations of phenomena:
Descriptions of phenomena:
*
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The approach is developed in several The approach is developed in several phasesphases
observingobserving
analysing pupil’s spontaneous representationsanalysing pupil’s spontaneous representations
experimentingexperimenting
modellingmodelling
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OBSERVING OBSERVING Motion of motesMotion of motes Heating of compressed gassesHeating of compressed gasses
Diffusion of perfume vapoursDiffusion of perfume vapours Thermal expansion of gassesThermal expansion of gasses
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Boyle’s law (P Boyle’s law (P vsvs V) V) A commercial sensor of pressure is used and volume is registered by the operator.
fitting is performed using EXCEL
EXPERIMENTING (USING MBL)
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EXPERIMENTING EXPERIMENTING (USING MBL)(USING MBL)
I Gay Lussac law (V I Gay Lussac law (V vsvs T) T)
Sensors of temperature and motion
are used..
Fitting is performed using Excel.Experimental data (Pasco system)
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EXPERIMENTINGEXPERIMENTING (USING MBL)(USING MBL)
II Gay Lussac Law (P II Gay Lussac Law (P vsvs T) T)
Sensors of temperature and pressure
are used.
Experimental data (Pasco system)
![Page 12: From observations to descriptions to explanations From observations to descriptions to explanations M.C.Capizzo, L. Lupo and R.M. Sperandeo-Mineo Dipartimento.](https://reader035.fdocuments.us/reader035/viewer/2022062314/56649d575503460f94a35ee8/html5/thumbnails/12.jpg)
Pupil relevant ideasPupil relevant ideas of atomic-scale models of atomic-scale models
Gas molecules maintain some macroscopic Gas molecules maintain some macroscopic properties properties ((like thermal expansion, like thermal expansion, elasticity, stiffness,…)elasticity, stiffness,…)
Gas molecules can move, on the contrary of Gas molecules can move, on the contrary of liquid and solid molecules liquid and solid molecules
Gas molecules naturally tend to go away Gas molecules naturally tend to go away each othereach other
Gas molecules are embedded in some kind Gas molecules are embedded in some kind of substance (sometime called “heat”)of substance (sometime called “heat”)
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MODELLING USING MODELLING USING ““INTERACTIVE PHYSICSINTERACTIVE PHYSICS””
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Introducing the pressure concept Introducing the pressure concept from a microscopic point of viewfrom a microscopic point of view
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Experimenting with models
THE MODEL:
N particle (hard spheres)
M (mass) = mean mass of air molecules
vi (velocities) equal in modulo and random directions
V (volume of the container)= 10-24 m3
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Video display of the Applet
Speed, number of particles and volume can be chosen by the user.
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Results of simulations
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Pressure vs. Volume
y = 16,05x-1,06
y = 10,05x-1,07
y = 3,98x-1,06
0
2
4
6
8
10
12
14
16
18
20
0 1 2 3 4
Volume (m^3 x 10^-24)
Pre
ss
ure
(P
asca
l x10
^5)
Np = 100
Np = 250
Np = 400
Results of simulations
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Computer–based learning environments can create contexts in which student-teachers can be actively engaged in their learning processes;
The different channels conveying information allow the using of different learning strategies;
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A new curriculum
to process-based
from content-based
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Learning by doing and by reflecting on
the procedures originating the results